Design

I.

Target Audience and Context

1. Target audience
7th grade Life Science student
Ages 12-14 (Millennials)
Co-Taught Class by two teachers
2. Context:
This course is needed because the teacher is new to the
curriculum, these lessons will provide additional support and
enhance the teacher's fluidity in communicating the science
skills/concepts, mandated by the state.
The teacher would like to increase his knowledge and usage of
technology integration in the classroom setting.
The students are at varied learning abilities and learning styles,
and
A self-paced course will enable students to thoroughly meet the
requirements for this grade level and content, while enabling
accelerated learning, providing remediation and enrichment to
students and offering a home-school connection to guide
parents/guardians.
II. Instructional Objectives
1. Overall goal of instruction

The overall goal of instruction is for the students to analyze how

organisms interact with each other and with the nonliving parts
of their environment.

2. Specific Objectives Upon completion of this course, the learners

will be able to:
Module 1 Objectives

Explain how populations and communities are related

Describe how the abiotic parts of the environment effect
ecosystems
Distinguish between biotic and abiotic parts of the
environment
Module 2 Objectives

Distinguish between a food chain and a food web

Explain how energy flows through a food web
Describe how the removal of one species affects the entire
food web

Module 3 Objectives

Explain the relationship between carrying capacity and

limiting factors
Describe two types of competition
Distinguish between mutualism, commensalism, and
parasitism

III. Instructional Strategies and Tools

1. Instructional approach and justification

Problem The problem is for the students to analyze how organisms

interact with each other and with the nonliving parts of their environment.
This unit will use problem progression, when they first master less complex
activities then more complex activities.

Activation - The activation approach will introduce new knowledge of

how organisms interact with each other and with the nonliving parts of their
environment. Each module will have essential questions that should be
answered at the end of the module.

Demonstration - This part the instruction demonstrates what is to be

learned by showing the learner through multiple representations : Touchcast
videos, Piktocharts and Prezis. Students will make their own Prezi about food
chains.

Application -This part learning is promoted when the learners use

knowledge to solve problems. Each module will have a Quizlet or ProProf quiz
at the end to show a learners understanding of the module.
Integration - The integration is when the learner will transfer new
knowledge to every day life. Learners will create activities that will analyze
how organisms interact with each other and with the nonliving parts of their
environment.

2. Delivery methods

This course will be delivered 100% online. The students will be able to
complete the course anywhere they have Internet access.
3. Technology integration strategies
The following online tools will be used to create our media objects:

ThingLink- This will display a picture of an ecosystem. The parts of the

ecosystem will be identified and will be linked to definitions, subject-related
websites, other pictures to gain further understanding.
TouchCast-These videos will provide direct instruction, illustration of concepts,
and instructional cues about producers, consumers, and decomposers
ProProfs- The quizzes, quantitative in nature, will reinforce learning by
providing informative and timely feedback. Additional information will appear
if the wrong answer is chosen.
Quizlet- This site will allow the students to quiz themselves using different
modes of assessment such as flashcards, matching, and game mode. A quiz
will be given at the end of all three modules.
Easel.ly & Piktochart- Through the use of both of these infographic sites, the
students will be able to utilize their visual literacy skills to garner a large
amount of information quickly. One infographic will visually explain the two
types of competition and relationship between carrying capacity and limiting
factor. The other will display the differences between a population and a
community.
Camtasia- This application was used to create the professional looking video
on symbiosis. This video will provide direct instruction, illustration of
concepts, and instructional cues on the topic.
Prezi This was used as a model for the students who are being assigned to
create a food chain. A video will also be included showing how to navigate
the site for the students to produce their own.

4. Motivational strategies
Our online, self-paced course will follow the ARCS Model to improve its
motivational appeal. We have outlined the strategies for each component below.

(A) Attention A1.6 Use games, role plays, or simulations that require
learner participation.

(R) Relevance -- R4.1 To enhance achievement striving behavior, provide

opportunities to achieve standards of excellence under conditions of
moderate risk.
-- R5.3 Model enthusiasm for the subject taught.

(C) Confidence C1.1 Incorporate clearly stated , appealing learning goals

into instructional materials.

-- C5.1 Allow students the opportunity to become

increasingly independent in learning and practicing a skill.

(S) Satisfaction S1.1 Allow a student to use a newly acquired skill in a

realistic setting as soon as possible.
-- S3.2 Give personal attention to students.

5. Assessment strategies

Each module will include an online quiz. The quizzes will be developed
using Quizlet or ProProfs. The students will receive immediate feedback upon
completion of the quizzes.

IV. Course Outline

Module 1: Everything Is Connected

Content
Description

Media objects
(original)

Media objects
(external)
Practice or
Assessment

Explain how populations and communities are

related
Describe how the abiotic parts of the environment
effect ecosystems
Distinguish between biotic and abiotic parts of the
environment
Infographic on Populations vs. Communities
ThingLink Interactive Graphic distinguishing between
Abiotic and Biotic Factors
Photos depicting examples of populations,
communities, abiotic factors, biotic factors
Youtube Video by Mr. Parr Abiotic Biotic Song

Online Quiz/Activity using Quizlet Study Cards

Online Quiz using ProProfs
Module 2: Living Things Need Energy

Content
Description

Construct a food chain and explain how energy flows

through the chain.
Explain how all living things depend directly or
indirectly on green plants for food.
Use pictures and arrows to create a food web that
includes the sun, green plants, herbivores,
omnivores, and carnivores.

Media objects
(original)

Media objects
(external)

Prezi- food chain

Touch CastVideo w/ Quizlet of Producers, Consumers,
and Decomposers
YouTube video Food chains compilation
Brain Pop--Food Chains movie
Mr. Heath's food chain song

Practice or
Assessment

Online quiz using ProProfs

Brainpop quiz

Module 3: Types of Interactions

Content
Description

Explain the relationship between carrying capacity

and limiting factors
Describe two types of competition
Distinguish between mutualism, commensalism, and
parasitism

Media objects
(original)
Media objects
(external)

Symbiosis Video Observation & Cornell Note-taking

Piktochart Interactions With The Environment
YouTube video Mr. Lee's Symbiosis Rap
Study Jams Symbiosis Video Clip & Activity

Practice or
Assessment

Quizlet Symbiosis Practice & Assessment